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La expresión del género en el lenguaje inclusivo: De referencial a deíctico
No full textEl uso del lenguaje inclusivo en español cuenta con adeptos y detractores. Especialmente estos últimos utilizan argumentos gramaticales para censurar su uso. Sin embargo, un análisis pragmático tiene mayor poder explicativo del fenómeno. El objetivo de este trabajo es analizar el lenguaje inclusivo, especialmente los desdoblamientos de género y la marca en -e, desde un enfoque pragmático en lugar de utilizar argumentos gramaticales para caracterizarlo. Se propone una interpretación del uso del lenguaje inclusivo como una deixis personal de género a semejanza de las lenguas que indican el sexo de los participantes en el acto de comunicación. Actuar sobre el género con finalidad inclusiva responde a un uso del género formal en los casos en los que puede considerarse referencial, en los referentes humanos, para convertirlo en un género deíctico. Informar sobre el participante en la conversación responde a la necesidad que sienten los hablantes de señalar a la segunda persona (tú). Los mismos argumentos pragmáticos se pueden aplicar tanto para el análisis de los desdoblamientos de género como para el uso de la marca en -e. Con este trabajo se defiende la idea de que el uso del lenguaje inclusivo no consiste en que los hablantes descuiden las normas gramaticales de su lengua, sino que se propone que aprovechan precisamente sus conocimientos gramaticales para expresar exactamente lo que quieren decir. El uso del lenguaje inclusivo en español cuenta con adeptos y detractores. Especialmente estos últimos utilizan argumentos gramaticales para censurar su uso. Sin embargo, un análisis pragmático tiene mayor poder explicativo del fenómeno. El objetivo de este trabajo es analizar el lenguaje inclusivo, especialmente los desdoblamientos de género y la marca en -e, desde un enfoque pragmático en lugar de utilizar argumentos gramaticales para caracterizarlo. Se plantea el uso del lenguaje inclusivo como una deixis personal de género a semejanza de las lenguas que indican el sexo de los participantes en el acto de comunicación. Actuar sobre el género con finalidad inclusiva responde a un uso del género formal en los casos en los que puede considerarse referencial, en los referentes humanos, para convertirlo en un género deíctico. Informar sobre el participante en la conversación responde a la necesidad que sienten los hablantes de señalar a la segunda persona (tú). Los mismos argumentos pragmáticos se pueden aplicar tanto para el análisis de los desdoblamientos de género como para el uso de la marca en -e. Con este trabajo se defiende la idea de que el uso del lenguaje inclusivo no consiste en que los hablantes descuiden las normas gramaticales de su lengua, sino que se propone que aprovechan precisamente sus conocimientos gramaticales para expresar exactamente lo que quieren decir.
Spanish null subjects: descriptive and analytical issues
No full textThe goal of this article is to present a detailed overview of the empirical patterns concerning null subjects in Spanish, and the theories that have been proposed to account for them. After revising the syntactic, morphological and pragmatic aspects of the distinction between null and overt subjects in both main and subordinate clauses, the article discusses different approaches to (i) the nature of the null subject, (ii) the nature of the clausal property that makes them possible and (iii) the possible syntactic differences between null subjects and overt preverbal subjects.
Speaker subject expression with verbs of cognition – think/believe in Italian and Spanish
No full textIn this paper, we study 1st person subject pronoun realization with verbs of cognition in spoken Spanish and Italian corpus data. Previous studies have shown particularly frequent overt subjects with 1st person singular (yo) creo ‘(I) think/believe’ in Spanish. However, there have been no in-depth studies of the corresponding Italian structure. We thus examine whether the same patterns can be observed in these two consistent pro-drop Romance languages. The results show that Italian credo and penso ‘(I) think’ show the opposite pattern to the respective Spanish verb forms. While the Spanish verbs of cognition favor subject expression, Italian predominantly favors subject omission. We link this difference to diverging patterns of pragmaticalization: While in Spanish creo with a null and an overt subject pronoun has developed into two semi-fixed expressions with a partial functional specialization, in Italian, pragmaticalization has only targeted credo and penso with a null subject to express epistemic stance of the speaker. As evidence we focus, among other things, on subject realization with parentheticals. The results show that the pro-drop property can be exploited for pragmaticalization processes in different ways cross-linguistically.
Systematic review and classification of: The Learning Environment Project
No full textBackground: The Learning Environment Project is a preventive intervention designed for employees in schools and kindergartens where bullying is persistently prevalent. The Learning Environment Project aims to promote a safe and positive kindergarten and school environment free from dissatisfaction and violations such as bullying, violence, discrimination, and harassment. . Launched in 2013, this initiative has been developed and executed by the Norwegian Centre for Learning Environment and Behavioral Research in Education at the University of Stavanger in collaboration with The Norwegian Directorate for Education and Training. While the Norwegian Directorate for Education and Training owns the initiative, the responsibility for its implementation lies with the Norwegian Centre for Learning Environment.
Method: This review is based on a systematic literature search in the databases Embase, Medline, Psykinfo, NORART, Cochrane, Cristin, NORA, SCOPUS and SweMed. International databases on evidence have also been searched, as well as information about the intervention from the program provider. Re-sults from literature searches and the other information obtained were reviewed to identify Nordic effect studies, international systematic reviews, and eventually other Norwegian studies of the in-tervention.
Results: The Learning Environment Project is a versatile intervention strategy, primarily involving professional meetings and guidance facilitated by trained personnel. It encompasses well-defined implementation procedures as well. The specific content of the initiative is adaptable based on the primary challenges faced by the school and/or kindergarten in question. Although there are no Nordic effectiveness studies, other evaluations have been carried out. The overarching observation from these evaluations underscores that a significant number of participants have reported heightened proficiency in addressing and preventing bullying. Participants generally express contentment with the meetings and guidance provided, yet they highlight the need for greater involvement of PPT, teachers, parents and students.
Conclusion: The Learning Environment Project is classified at evidence level 2 – Theoretically-based intervention.Bakgrunn: Læringsmiljøprosjektet er et forebyggende tiltak som tilbys ansatte i skoler og barnehager med vedvarende høye mobbetall. Læringsmiljøprosjektet skal fremme et trygt og godt barnehage- og skolemiljø uten mistrivsel og krenkelser som mobbing, vold, diskriminering og trakassering. Tiltaket ble etablert i 2013 og er utarbeidet og gjennomføres av Læringsmiljøsenteret ved Universitetet i Stavanger i samarbeid med Utdanningsdirektoratet. Utdanningsdirektoratet er eier av tiltaket, mens Læringsmiljøsenteret står for implementeringen av tiltaket.
Metode: Denne kunnskapsoppsummeringen bygger på et systematisk litteratursøk i databasene Embase, Medline og Psykinfo, NORART, Cochrane, Cristin, NORA, SCOPUS og SweMed. Det er også søkt i internasjonale kunnskapsdatabaser om evidens samt innhentet informasjon om tiltaket fra tiltakseier. Litteratursøk og annen innhentet informasjon ble gjennomgått for å identifisere nordiske effektstudier, internasjonale oppsummeringsstudier og eventuelt andre norske studier om tiltaket.
Resultater: Læringsmiljøprosjektet er et fleksibelt tiltak, og består i hovedsak av fagsamlinger og veiledning med kvalifisert personell. Det inkluderer også systematiske implementeringsprosedyrer. Innholdet i tiltaket varierer, avhengig av hvilke hovedutfordringer skolen og/eller barnehagen står overfor. Det finnes ingen nordiske effektstudier av tiltaket, men andre evalueringer er gjennomført. Hovedkonklusjonen fra disse er at mange deltakere har opplevd en økning i kompetanse knyttet til forebygging og håndtering av mobbing. Deltakerne er tilfredse med fagsamlingene og veiledningen de mottar, men påpeker behovet for økt involvering av PPT, lærere, foresatte og elever.
Konklusjon: Læringsmiljøprosjektet klassifiseres på evidensnivå 2 – Teoretisk begrunnet tiltak
Gaming Democracy: How Silicon Valley Leveled Up the Far Right by Adrienne L. Massanari (The MIT Press, 2024): Book review
No full textA Review of Adrienne L. Massanari’s Gaming Democracy: How Silicon Valley Leveled Up the Far Right. Published by The MIT Press, 2024. ISBN: 9780262380331, 238 pages
From mess to method: A case study about designing a workshop on research data discovery
No full textThe dream of FAIR data is to have, where possible, research data open and accessible to review and reuse. The present reality complicates data’s findability in a myriad of ways not least of which is the decentralised nature of research data repositories and indexes that characterise the data publishing landscape. In an effort to improve this situation, we, a network of library research support staff in Denmark, have developed a workshop designed to enhance the competencies of researchers to search for published data. This case study summarises the genesis of this workshop, its various iterations and potential avenues for future development
«Vi deler på sola»: Aktiviteter som beveger og berører: Funn fra etnografisk feltarbeid ved dagsentre for eldre i Norge
No full textDay Care Centers (DCCs) for older adults living at home are widespread in Norwegian elderly care. However, the quality of provided services varies significantly between different municipalities and institution. One contributing factor to this variation may be the limited research on DCCs participants’ own experiences. This article is based on ethnographic fieldwork conducted at four DCCs, where participants have diverse background. The aim of the study is to gain deeper insight into the meaning that activities connected to nature or music may have for older adults. The findings, which indicate that nature and music have a vitalizing effect on older adults, are illustrated through concrete situation descriptions and discussed in the light of Martha Rogers’ theory of ‘Unitary Human Beings’ and Karin Dahlberg’s understanding of vitality from a lifeworld-oriented perspective.Dagsentre for hjemmeboende eldre er utbredt i norsk eldreomsorg, men tilbudet varierer betydelig i organisering og kvalitet mellom ulike kommuner og institusjoner. En medvirkende årsak til denne variasjonen kan være begrenset forskning på dagsenterdeltagernes egne erfaringer. Denne artikkelen bygger på etnografisk feltarbeid ved fire dagsentre, hvor deltagere har mangfoldig bakgrunn. Hensikten er å få dypere innsikt i hvilken betydning aktiviteter som rommer natur eller musikk kan ha for eldre mennesker. Funnene, som viser at natur og musikk har en levendegjørende innvirkning på eldre, illustreres med konkrete situasjonsbeskrivelser og diskuteres i lys av Martha Rogers’ teori ‘Unitary Human Beings’ og Karin Dahlbergs forståelse av vitalitet i et livsverdenorientert perspektiv
Meeting the challenges of reproducibility and transparency in analyses of cohort and registry data with open-source software: examples from the PsychGen Centre for Genetic Epidemiology and Mental Health
No full textModern day research -- particularly among the Scandinavian countries -- increasingly relies on data from a combination of large cohort studies and nationwide registry sources. These data are extremely valuable, with vast potential for analysis. Researchers can investigate new questions, revisit old ones using innovative methods, and seek to replicate or extend existing findings, and more. This cumulative reuse maximises the return on public investment and on the active, voluntary contributions of cohort participants. However, to fully realise this potential, researchers must have not only access to the data, but also tools and practices that facilitate efficient, robust, and transparent preparation and usage of it.
Here, we present and describe two examples of such tools. The phenotools R package is an open source software package designed to facilitate efficient and reproducible use of data from the Norwegian Mother, Father and Child Cohort study sample (MoBa). The regtools R package is also an open source software designed to facilitate transparent and reproducible diagnostic trend and prevalence analysis. It utilises data from the Norwegian Patient Registry (NPR) with stratification according to linked demographic data using microdata from other Norwegian health and administrative registers, including information like income and education.
The motivation for developing these packages will be presented alongside an overview of their contribution to facilitating replicable and transparent science, illustrated with real-life use cases and examples. As developers and researchers, we reflect on the process of creating these tools for use by our scientific peers and outline our understanding of how open source software can be a flexible solution to many of the reproducibility and transparency challenges currently facing research
Learning and acting together: how an Open Education network’s collaborative journey gives voice to librarians as agents of change
No full text(Watch the RECORDING.)
The European Network of Open Education Librarians (ENOEL), led by SPARC Europe, provides a collaborative model for advancing Open Education through decentralised, peer-led action. Established in 2018, ENOEL has grown into a hierarchy-free community of librarians from 31 European countries who support one another in making Open Education accessible and its resources reusable. Members engage at multiple levels—within institutions, across borders, and at the grassroots level—often without formal institutional or governmental backing. This collective effort demonstrates the value of voluntary participation, inclusivity, and adaptability in sustaining engagement and fostering agency.
ENOEL’s activities include initiating working groups, co-creating multilingual outputs, and organising capacity-building events. A key example is the ENOEL Toolkit, now available in 22 languages, which provides adaptable resources for advocating and implementing Open Educational Resources (OER). Training initiatives cover topics ranging from OER basics to operationalising the UNESCO OER Recommendation. These outputs reflect the network’s emphasis on reuser-focused, scalable solutions tailored to diverse contexts.
The presentation shares lessons learned through ENOEL’s work and highlights strategies to enable community resilience and growth. These include flexible participation models (e.g., from silent learning to skills sharing), practices preventing burnout, and approaches to maintaining inclusivity across a geographically and culturally diverse membership.
By examining ENOEL’s structure, leadership, and outputs, the session illustrates how librarians, as agents of change, can collectively shape effective and sustainable Open Education practices. Participants will gain insight into frameworks for decentralised collaboration, inclusive engagement, and alignment with international policy, with a focus on practical tools that can be reused and adapted in other contexts
Indigenous rights in, over or to research?
No full text(Watch the RECORDING.)
The question of rights in Indigenous research contains a set of conflicting principles: If the result of the research is decided by people outside of the relevant research project, we no longer have a free research, and might as well hand over the job to spindoctors. We will thus argue for free research when it comes to research results; any alternative to that will undermine the validity of the research conducted.
When it comes to the choice of research topics, however, the situation is different. This is a question of pre-scientific choice, and here the researcher does not have more to say than others. Evidently, the researcher may identify topics as more or less promising, but the desicion on where to allocate resources for research is a political one, ultimately going back to who has the control over those resources. University research has a tradition of leaving such decisions to individual researchers, whereas funding agencies to an increasing degree aim at governing the choice of research topics.
There are known diverging opinions both within and between Indigenous communities on how to approach language and language technology research. Some Indigenous language communities are opposed to any research on their language (by outsiders) – they welcome research but want to keep the language data for themselves – and still others prefer to publish all Indigenous text for anyone to build language models on.
The discussion also depends upon the desired goals of the approach: Should languages be documented in their traditional form for archiving, or should they be standardised and thus optimised for language revitalisation? To which extent and in which way can generative AI influence negatively or positively upon language technology work?
In the talk, we will present the different views and discuss the pros and cons of the different approaches